Abstract
This chapter reports research on teachers using technology to teach mathematics in schools located in low socioeconomic neighborhoods in Mexico. The aim of the study is to research how aspects of the roles of two teachers using technology in their lessons supports the development of rich environments promoting students’ demanding mathematical activity and learning. We focus on how their actions and use of digital resources contribute to the creation of a classroom culture that allows these students to work with important mathematical ideas. Using an enactivist approach, the teachers’ lessons were examined to characterise their actions, and the resulting students’ activity, by focusing on how students living in unfavorable contexts can be motivated to fully participate in lessons where technology is used. Our results highlight how teachers can develop immersive environments to help students who usually lack motivation to develop their mathematical thinking and learn by taking advantage of available technological resources.
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Notes
- 1.
We use pseudonyms for both teachers and for all students.
- 2.
In the dialogue, the initials represent the different students involved.
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Acknowledgements
We thank Andrea Ortiz for her contribution to this research study. This project was funded by Conacyt Grant No. 145735 and the program “Aprendizaje de las matemáticas en contextos diversos” from UPN-Escuela Bonfil and supported by Asociación Mexicana de Cultura A.C. and ITAM.
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Sandoval, I., Trigueros, M. (2022). Analysis of Primary School Teachers’ Roles in the Dynamics of Mathematics Lessons That Integrate Technology Resources in Challenging Socio-economic Contexts. In: Clark-Wilson, A., Robutti, O., Sinclair, N. (eds) The Mathematics Teacher in the Digital Era. Mathematics Education in the Digital Era, vol 16. Springer, Cham. https://doi.org/10.1007/978-3-031-05254-5_9
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